Teaching English through social media to promote students’ 21st century skills

2020 ◽  
pp. 409-414
Author(s):  
L. Stevani ◽  
N.H.P.S. Putro
Keyword(s):  
Social Media ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching English

scholarly journals A design-based (pre)recruitment approach for new professions: defining futureproof job profiles

2020 ◽  
Vol 20 (2) ◽  
pp. 84
Author(s):  
Ellen Sjoer ◽  
Petra Biemans
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Labor Market ◽  
21St Century ◽  
21St Century Skills ◽  
Research Project ◽  
Study Programs ◽  
Technological Developments

In a rapidly developing labor market, in which some parts of jobs disappear and new parts appear due to technological developments, companies are struggling with defining future-proof job qualifications and describing job profiles that fit the organization’s needs. This is even more applicable to smaller companies with new types of work because they often grow rapidly and cannot hire graduates from existing study programs. In this research project, we undertook in-depth, qualitative research into the five roles of a new profession: social media architect. It has become clear which 21st century skills and motivations are important per role and, above all, how they differ in subcategory and are interpreted by a full-service team in their working methods, in a labor market context, and in the talents of the professional themselves. In a workshop, these “skills” were supplemented through a design-based approach and visualized per team role in flexibly applicable recruitment cards. This research project serves as an example of how to co-create innovative job profiles for the changing labor market.

scholarly journals THE IMPORTANCE OF INFORMATION TECHNOLOGIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 4-8
Author(s):  
N. Babaniyazova ◽  
R. Sarsenbaev
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
21St Century Skills ◽  
Information Technologies ◽  
Teaching English ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
State Pedagogical ◽  
Pedagogical Institute ◽  
State Pedagogical Institute

The article describes the importance of using Information Technologies in teaching English as a foreign language (EFL). It deals with some problems in the process of teaching EFL for students. Nowadays the importance of incorporating Information Technologies in Foreign Language (FL) education has often been emphasized, especially by foreign language pedagogy scholars.  The aim of the paper was to summarize the results of the observations carried out at Nukus state pedagogical institute in Nukus in order to map ways of improving students’ foreign language were developed suitably and sufficiently in the observed EFL lessons. The analysis showed that EFL courses at the institution tend to regard the importance of integrating skills with the usage of ICT in FL education. As a result of discussion and analysis we concluded that it is pivotal to make use of 21st century skills in the process of teaching EFL. 

scholarly journals TEACHERS’ PERCEPTION OF STUDENTS’ READINESS IN THE IMPLEMENTATION OF THE 21ST-CENTURY SKILLS IN PRIVATE PRIMARY SCHOOLS

2021 ◽  
Vol 4 (4) ◽  
pp. 147
Author(s):  
Putri Balqis ◽  
Ni Nyoman Padmadewi ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Luh Putu Artini
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Primary Schools ◽  
English Teachers ◽  
Medium Of Instruction ◽  
Research Subject ◽  
Teaching English ◽  
Bilingual School

This research was examined the teachers’ readiness for the implementation of 21st century skills in teaching English in private primary schools in Buleleng. The research was done in North Bali Bilingual School and SD Mutiara. The respondents involved in this research were 15 respondents. There were English teachers, teachers who use English as the medium of instruction, and the headmaster of the schools was becoming the research subject. The teachers’ readiness were analyzed from perceived readiness and observed readiness. However, this article focused on the teachers’ perception of students’ readiness in the implementation of 21st century skills. The results of this research represented how the teachers understand the usage skills in implementing the 21st century skills. The results of this present research indicated that the students from private primary schools were ready to apply to 21st century skills.

scholarly journals TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Luh Putu Restu Adi Utami ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini ◽  
Ni Luh Putu Eka Sulistia Dewi
Keyword(s):  
21St Century ◽  
Mixed Method ◽  
21St Century Skills ◽  
Classroom Practice ◽  
Primary Schools ◽  
English Teachers ◽  
Depth Information ◽  
Teaching English ◽  
Positive Attitudes ◽  
The Subject

21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.

scholarly journals The diagnostic assessment of 21st century skills acceptable for introduction in the educational process within the framework of teaching English

2020 ◽  
Vol 98 (2) ◽  
pp. 80-90
Author(s):  
D. Abdilmanov ◽  
◽  
I. Olkova
Keyword(s):  
Higher Education ◽  
Diagnostic Test ◽  
21St Century ◽  
21St Century Skills ◽  
Experimental Testing ◽  
Education Institution ◽  
Educational Process ◽  
Diagnostic Assessment ◽  
Assessment Criteria ◽  
Teaching English

In conditions of a rapidly growing economy and the information society, it has become necessary to prepare specialists with broader professional competencies that are 21st century skills. This article discusses the main peculiarities of 21st century skills diagnostic assessment revealed as a result of the analysis of various authors’ scientific works. Taking into consideration the distinguished peculiarities of the diagnostic assessment of these skills, the author of the article has developed a diagnostic test and assessment criteria to determine a level of the formation of the most important 21st century skills that are acceptable for implementation in the educational process within the framework of teaching English at higher education institution. As a result of the experimental testing of the developed diagnostic test and assessment criteria with the participation of the students of M. Kozybaev NKSU, the main disadvantages of training future qualified English teachers have been uncovered. The results of this study are acceptable for use in further scientific works when developing 21st century skills teaching methods and assessment criteria and integrating them into the higher education system of Kazakhstan that will contribute to providing the country with highly qualified workforce in the foreseeable future.

TEACHERS’ READINESS IN INSERTING THE 21ST CENTURY SKILLS FOR TEACHING ENGLISH AT PRIMARY SCHOOLS

2020 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Putu Rahmayanti ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Lesson Planning ◽  
English Teachers ◽  
Qualitative Description ◽  
Teaching English ◽  
Balanced Assessment

The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.

scholarly journals DISCREPANCY BETWEEN PERCEIVED AND OBSERVED REALITY ABOUT THE 21ST CENTURY SKILLS IMPLEMENTATION AT PRIMARY SCHOOL

2021 ◽  
Vol 3 (1) ◽  
pp. 1-6
Author(s):  
Ni Luh Made Juli Candra Ningsih ◽  
Ni Nyoman Padmadewi ◽  
Luh Gd Rahayu Budiarta
Keyword(s):  
Data Collection ◽  
Primary School ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Interview Guide ◽  
The Subject ◽  
The Government

ABSTRACT For preparing the Indonesian students that mastering the 21st century skills, the teachers as the intermediary of the students and the government should be ready to implement each. Meanwhile, from the teachers' readiness, there might be differences between their perception and observed reality. For this reason, the study was to investigate the discrepancy between perceived and observed reality on the implementation of the 21st century skills by the English teachers at primary school. This study is needed to conduct to get real information about the teachers' readiness for implementing 21st century skills. This research had arranged in the Primary School of Tabanan regency during the English teaching and learning. Six English teachers used as the subject related to their perception and reality of the implementation of 21st century skills. A mix-method design used to collect the data with the quantitative way for teachers perceived and descriptively for observed reality. The questionnaire, observation checklist, document, and interview guide were the method for data collection. The result showed that there was a discrepancy between the teachers’ perceived and observed reality about the implementation of 21st century skills at primary school. The discrepancy was the teachers do not ready to implement the 21st century skills, but they perceived the opposed. Keywords: Discrepancy, 21st  Century Skills, Teaching English, Primary School

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